Moral and Ethical Culture of a Future Art Teacher

Vasyl Zhukov, Olena Popova, Anna Altukhova, Anna Boiarska-Khomenko and Volodymyr Fomin
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Vasyl Zhukov: Ph.D. in Pedagogy, Associate Professor, Doctoral student of the Department of Educology and Innovative Pedagogy, Coordinator of Educational Work of the Faculty of Arts, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Olena Popova: Doctor of Sciences (Pedagogy), Professor, Professor of the Department of Educology and Innovative Pedagogy, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Anna Altukhova: Ph.D. in Pedagogy, Associate Professor, Associate Professor of the Department of Fine Arts, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Anna Boiarska-Khomenko: Doctor of Sciences (Pedagogy), Associate Professor, Professor of the Department of Educology and Innovative Pedagogy, Scientific Secretary, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
Volodymyr Fomin: Doctor of Sciences (Pedagogy), Professor, Dean of the Faculty of Arts, H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2025, vol. 17, issue 1, 138-158

Abstract: The article explores the moral and ethical culture of future art teachers, emphasizing its importance in fostering inclusive, values-based education and enhancing professional identity. Recognizing the unique potential of art education to engage with moral and ethical issues, the study highlights the challenges and opportunities in integrating these dimensions into teacher training programs. A mixed-methods approach was used, combining curriculum analysis, quantitative surveys of 150 preservice art teachers, and qualitative interviews with 20 students and 5 faculty members. The curriculum analysis revealed inconsistencies in the inclusion of ethical components across programs, with most offering cursory mentions and only a minority featuring structured ethical modules or case-based learning opportunities. The quantitative results demonstrated that reflective engagement and high-quality mentorship significantly predict moral sensitivity, while program duration and studio course load showed no significant impact. These findings underscore the role of reflective and collaborative pedagogies, such as journaling and group critiques, in nurturing ethical awareness. Qualitative interviews further highlighted the value of real-world contextualization, with participants emphasizing the transformative potential of addressing ethical dilemmas through community-based projects and the examination of controversial artworks. The study concludes that art teacher preparation programs must prioritize the systematic integration of ethical pedagogy, reflective practices, and mentorship into their curricula. It calls for deliberate curricular design to bridge existing gaps, proposing strategies like case-based learning, interdisciplinary collaboration, and experiential learning opportunities. The findings contribute to a deeper understanding of the moral and ethical dimensions of art education and offer practical recommendations for stakeholders to enhance the ethical training of preservice art teachers. Ultimately, the study emphasizes the need for art educators to balance technical proficiency with ethical competence to foster value-oriented, inclusive learning environments.

Keywords: moral sensitivity; ethical pedagogy; art teacher education; reflective practice; curriculum design (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:17:y:2025:i:1:p:138-158

DOI: 10.18662/rrem/17.1/944

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